Word: students
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Dates: during 1900-1909
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...consider the nature of an ideal college as an integral part of our University; ideal, not in the sense of something to be exactly reproduced, but of a type to which we should conform as closely as circumstances will permit. It would contemplate the highest development of the individual student,--which involves the best equipment of the graduate. It would contemplate also the proper connection of the college with the professional schools; and it would adjust the relation of the students to one another. Let me take up these matters briefly in their order...
...individual student ought clearly to be developed so far as possible, both in his strong and in his weak points, for the college ought to produce, not defective specialists, but men intellectually well-rounded, of wide sympathies, and unfettered judgement. At the same time they ought to be trained to hard and accurate thought, and this will not come merely by surveying the elementary principles of many objects. It requires a mastery of something, acquired by continuous application. Every student ought to know in some subject what the ultimate sources of opinion are, and how they are handled by those...
...speaking of the training of the student, or the equipment of the graduate, we are prone to think of the knowledge acquired; but are we not inclined to lay too much stress upon knowledge alone? Taken by itself it is a part, and not the most vital part, of education. Surely the essence of a liberal education consists in an attitude of mind, a familiarity with methods of thought, an ability to use information, rather than a memory stocked with facts, however valuable such a storehouse may be. In his farewell address to the alumni of Dartmouth President Tucker remarked...
...instructors in the various professional schools are by no means of one mind in regard to it, and their views are of course based largely upon experience. Our Law School lays great stress upon native ability and scholarly aptitude, and comparatively little upon the particular branches of learning a student has pursued in college. Any young man who has brains, and has learned to use them, can master the law, whatever his intellectual interests may have been; and the same thing is true of the curriculum in the Divinity School. Many professors of medicine, on the other hand, feel strongly...
President Lowell has outlined in his inaugural address three great policies to the accomplishment of which his administration is to be chiefly devoted: the adjustment of the elective system for the highest development of the individual student; the achievement of more harmonious relations between the College and the professional schools; and the restoration of class unity by a change in the social conditions of Freshman year. They are important questions, both to Harvard and to the cause of education throughout the country,--problems not to be solved in a day or a year, but worthy of a lifetime of earnest...